Teacher structure as a predictor of students’ perceived competence and autonomous motivation: The moderating role of differentiated instruction

Frédéric Guay · Amélie Roy · Pierre Valois

79 citations0/0 files storedBritish Journal of Educational Psychology

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Motivation and Self-Concept in Sports Education, Achievement, and Giftedness Innovative Teaching and Learning Methods

Abstract

BACKGROUND: An important pedagogical practice is the provision of structure (Farkas & Grolnick, 2010, Motiv. Emot., 34, 266). According to self-determination theory (SDT; Deci & Ryan, 1985, Intrinsic motivation and self-determination in human behavior, Plenum, New York, NY), structure allows students to develop perceived competence in different school subjects, which in turn facilitates the development of autonomous motivation towards these subjects and limits the development of controlled motivation. AIMS: In this study, we test a mediated moderation model that posits that teacher structure has a stronger positive effect on students' autonomous motivation (and a negative effect on controlled motivation) in French class when differentiated instruction is used, and that this moderation effect is mediated by perceived competence. SAMPLE: To test this model, we used a sample of 27 elementary school teachers and 422 students from Quebec, a province of Canada. METHODS: Data for teachers and students were collected with self-report measures. The method used was a correlational one with a single measurement time. RESULTS: Results revealed that (1) the effect of teacher structure on students' autonomous motivation was positive only when differentiated instruction strategies were frequently used, and this moderated effect was partially mediated by perceived competence, and (2) teacher structure was negatively associated with students' controlled motivation only when differentiated instruction was provided infrequently, and this moderated effect was not explained by perceived competence. CONCLUSIONS: These findings are discussed in the light of the literature on SDT and on differentiated instruction.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 79 citations exist upstream.

References

2000The "What" and "Why" of Goal Pursuits: Human Needs and the Self-Determination of Behavior 2008Self-determination theory: A macrotheory of human motivation, development, and health.2009An effect size primer: A guide for clinicians and researchers.1993Motivation in the classroom: Reciprocal effects of teacher behavior and student engagement across the school year.2009Handbook of Motivation at School 2002Changes in Children’s Self-Competence and Values: Gender and Domain Differences across Grades One through Twelve 2010Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure.2006Improving Schools, Developing Inclusion

Cited by

2022The effects of differentiated instruction on teachers’ stress and job satisfaction 2019Differentiated need support by teachers: Student‐specific provision of autonomy and structure and relations with student motivation 2021Need-supportive teaching is positively associated with students' well-being: A cross-cultural study 2021Making space for children’s agency with playful learning

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.